Cbd is an exercise based intervention for Learning difficulties including but not limited to; Dyslexia, Dyspraxia, ADD, ADHD and Asperger Syndrome. It is based on many years of research involving the Cerebellum or Skill Learning Centre of the Brain. More recent research suggests that this area of the brain may be underdeveloped and is therefore responsible for learning and attention difficulties. It may go undiagnosed for many years which compounds the result thereof, year upon year as children, students and adults progressively fall further and further behind their peers in their various areas of learning, study or in their career progression. It has also become evident that there do not need to be defined areas of difficulty for there to be progress and improved Cognitive performance. Exercise based stimulation of the brain will benefit any individual however where there are greater deficits, progress will be more obvious as there is greater potential for development.


With direct and regular stimulation, by means of targeted physical exercises, the Cerebellum of the brain will be developed over time. The neural pathways are stimulated and developed improving their function, thereby improving the function of the Cerebellum. As it is developed it will not only take control of its regular functions but will perform these tasks with greater efficiency and accuracy to help to overcome the difficulties experienced. As the Cerebellum is responsible for a number of tasks, the resultant symptoms of Learning and attention difficulties are varied and there may be an overlap of symptoms with each person having their own symptom set. These may vary from the general diagnoses or terms usually given to learning difficulties as the Cerebellum is the common area of the brain which underlies a number of functions. The diagnosis is not the most important aspect or the end of the road but rather, having a solution to address the issues and to help to alleviate the areas of difficulty.

The Cerebellum is a small area of the brain found at the back of the brain or the brainstem with a potential 50% control, along with the Cerebrum or "Thinking Brain". Should the Cerebellum be lagging in development, the Cerebrum will be forced to perform the tasks of the Cerebellum as well as its usual tasks resulting in potential overload of the Cerebrum. This may reduce the processing ability and negatively affect attention and concentration. Performance of cognitive as well as automatic skills will therefore decline.

The Cerebellum is responsible for controlling Gross motor function, balance and posture, Fine motor skills, Processing ability and Automaticity. As the Cerebellum primarily controls Gross motor skills, balance and postural muscles, it directly affects movement ability and the co-ordination of movement. This is often evident with poor sporting skills, general clumsiness and difficulty with activities involving balance such as riding a bicycle. Posture may be poor in general and individuals may be slouched over the desk, preferring to lie down or even upside down when watching Television. Gross motor skills involve the large muscle groups so are required in most daily activities such as walking, running, throwing and catching.

Fine Motor control involves the smaller muscle groups including those in the fingers for controlling the pen for writing, the eye movements required for reading and the muscles of the mouth and tongue involved with speech and pronunciation, eating and chewing of food. Poor fine motor skills will directly affect reading fluency, verbal fluency and handwriting as well as tasks such as using cutlery, tying shoe laces and fastening buttons.

Processing of information is required for almost all situations in daily life. From the minute we open our eyes in the morning to the minute we go to sleep at night, we are processing masses of incoming stimuli to come up with various responses. Any delay in processing will affect our decision making which directly affects movement ability, learning and response time. Every stimulus requires a response and the brain is required to decide upon the response before instructing the body to respond. If there is a delay in processing ability, it will slow down the ability to perform tasks required in a learning environment such as processing of verbal information (auditory processing). Listening to and following instructions will be impaired, processing instructions from the brain to the limbs for writing information down or for verbalising a response may also be delayed. This directly affects performance in an educational setting where information is generally given verbally and the response is expected in written form, especially for tests and exams. This is generally more difficult than a verbal response. Slow response time results in incomplete tasks for written tasks and delayed verbal responses for answering questions or maintaining a conversation resulting in possible avoidance or social withdrawal.

The Cerebellum is the area of the brain known for Automaticity of tasks. Once learned, tasks should be retained, repeated and built upon. If tasks do not become automatic, there is a need for constant repetition however these may still never become automatic and learned skills, may be forgotten again. It is as though skills need to be relearned each time they are attempted. This may be the case with the skills of reading and writing, learning spellings, maths concepts and other information requiring memory. Poor short term memory also affects the ability to retain the information read or learned to answer questions for reading comprehensions and exam questions. This results in general anxiety and frustration as well as feelings of inadequacy and overall underachievement.

With regular stimulation, the Cerebellum may be stimulated and developed to help to overcome these areas of difficulty. Assessments indicate the appropriate level of stimulation to ensure development. Exercises are done twice daily, in short sessions to ensure regularity and a cumulative effect of stimulating the brain. As this is achieved, follow up assessment will indicate progress achieved as a result of exercises. A refined process of stimulation and development will ensure that the Cerebellum is developed to the point that it takes control of its regular functions, controlling them completely and accurately thereby freeing up working memory space in the Cerebrum for Higher thought processes and to allow for greater concentration.

Assessment entails accurate, quantifiable measures of the areas controlled by the cerebellum.

Posturography or balance testing assesses the various systems of balance compared to the age-related norms. This will indicate which systems are performing well and which are not thereby allowing exercises to be targeted to the specific needs of the individual.

Oculomotor or eye tracking assesses the specific movements of the eyes directly indicating any difficulty with eye movements relative to the movement of a light source. These involve the various eye movements required for reading, particularly smooth tracking such as following the words on the line or the movement of a ball moving through the air. Saccadic eye tracking involves a jumping type of movement where the eyes move from point to point such as with copying off the board or moving from line to line with reading. If these movements are difficult and inaccurate, reading will inevitably be difficult. Exercises can be tailored to individual needs.

The Dyslexia Screening test assesses a number of areas which individuals with Dyslexia find difficult to do. This will highlight areas of strength and weakness and allow for specific intervention as well as comparison from start to finish of the programme.

Neuro-Physiological Reflex testing where various neurophysiological reflexes are assessed to determine whether they are still present. These should subside during early development but are often still present later in life. This provides further evidence that there may be additional benefits gained from stimulating and developing the brain.

Consultation and Discussion to identify areas of concern and to allow for comparison with progress.

Results analysis, Discussion and Recommendation to summarise and explain the results achieved during the assessment and to discuss the recommended intervention.

1. Clients will be required to complete a Questionnaire in order to ascertain their suitability to the programme. The questionnaire will help to identify and rule out anything else which may be affecting their learning ability.

2. Once completed, an assessment date can be booked. Three to four hours should be set aside for the assessment, consultation, feedback of results and recommendations.

3. Once the assessment has been completed and the decision has been made to go ahead with the programme, client logins will be granted.

4. Follow up assessments will be conducted every 6 to 8 weeks to allow for ongoing assessment of progress.

The Cerebellum of the brain is responsible for a number of functions therefore the benefits may be quite varied as it is the underlying issue for many areas of difficulty. Where most interventions work with the symptoms, applying a lot of repetition, Cbd deals with the core issue. Working with symptoms will not change the underlying issue and will only serve to overload the individual and cause extra unnecessary frustration. By stimulating and developing the Cerebellum to improve its function, many of the benefits below may be experienced.

  • Improvements in reading fluency and accuracy
  • Improved writing presentation and accuracy
  • Improved memory retention and sequencing
  • Improved problem solving and comprehension
  • Improved understanding of maths concepts and their application
  • Improved spelling and retention of spellings
  • Improved verbal fluency and information processing
  • Improved organisational skills
  • Reduced impulsivity and hyperactivity
  • Improved balance and co-ordination
  • Improved fine motor skills
  • Improved concentration and attention
  • Improved self-esteem and confidence
  • Improved social skills and interaction
  • Enhanced eating and sleeping patterns